10 responses

  1. Muvaffak GOZAYDIN
    February 13, 2013

    Phil
    It is an excellent infornation . Candid .

    During all these MOOCs discussions everybody forget ONE THING .

    What is our aim in HE .

    Our aim is to educate 18-22 years olds, have them a degree and have them hold a job for living . We all forget that .

    MOOC is as it is today just some existing event , be careful , mainly for the subject matter interested parties. Attendents have already known the subject Our target is 18-22 years olds in the USA and as well as in the world .They need degrees to make living.
    Simply colleges are expensive + quality is not good enough to find a job .
    MOOCs should do that . As a marketing company Coursera does not work on that huge market either . Rest is just a good experiements and toys for big boys .

  2. mgozaydinMuvaffak GOZAYDIN
    February 13, 2013

    Excellent numbers.

    The most expensive part of an online course is course development by a professor ( cost of professors not only salary but also his accumulated knowledge through years.) That is said 420 hours .
    I would easily pay him $ 1,000 per hour for such sophğşisticated and patented work. That makes $ 420,000 Plus other 180 it seems technical work . Let us say $ 200 per hour. That is $ 36,000 . Total labor is $ 476,000
    All the others hosting etc + university overheads $ 100,00 plus unforeseen say total is $ 600,000 .
    Be careful this course will be repeated for at least 10 semester if it was given to College students . Say 100 per semester . Then cost per person is $ 600,000 / 10 / 100 = $ 1,000 per person .
    Here is the sensitive issue . If that course is shared by 10 more colleges in the USA then cost is only $ 100 per person . If shared by 20 more colleges cost is only $ 50 .
    Colleges do not know how to share their assets .
    MOOCs stirred some movements for massness . I hope college presidents would wake up . Please share . Now let Duke share this course with 100 colleges in the USA with the sturdentw working toward a degree . Then you will see the cost of education in the USA will drop very quickly . Be smart SHARE your online for degrees .

  3. Robert Clegg
    February 20, 2013

    This is still the industrialized model of education, lecture, mass production. Only the distribution has been changed. You got a larger warehouse, sped up the assembly line, and are churning out the same process with the same results (worse results actually compared to a classroom) only scaled.

    The American economy is changing, yet our top educational institutions can’t get out of the industrial age.

  4. Rosa Ojeda Ayala
    February 21, 2013

    Robert Clegg, I have to agree with you. Production line approach prevails within xMOOC’s. i was wondering if we are moving on the right track! I became enthusiastic about MOOCs of the connectivistic kind, but we seem to have taken another road!

  5. Joy Blorg
    February 24, 2013

    Let me see … 2/3 of enrollees had post-secondary education and 97.5% of them failed to complete. Active participation was about 12% for most of the course. Duke University donated over 600 hours of its precious resources to a for-profit organization with no payback except for data collected (no one has yet come-up with a successful revenue generating model for MOOCs; however, costs are enormous, upfront and unavoidable; and the data is always the same — massive enrollment accompanied by massive drop-out/failure rates) … would somebody please explain to me by what measure this monstrosity was rated by Duke University as “a success”?

  6. Sarah
    March 1, 2013

    Maybe these courses don’t have a 97.5% failure rate– maybe traditional universities make their classes inappropriate for 97.5% of the ways people want to use education.

    I love seeing the reasons students gave for not finishing. Never intended to finish in the first place, didn’t have the pre-reqs but tried it anyway, only had time for part of it. Any of those would be an expensive deal-breaker at “real” university, but this class managed to still provide some value, apparently.

    I’m with you too, Robert Clegg. There are so many other ways people approach learning, and so many things that would be more useful to me personally than lectures with quizzes, or course-length curricula.

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